Problems of modern business education and its prospects for near-term decades are considered in the article. The relations of socioeconomic development and business demand for educational services are traced. The impact of different factors on business education development in Russia and in the world is estimated. Types of organizations offering educational services are classified. The paper presents various scenarios of business education development in the future.
With the rapid development of China's economy and society, the core of national competitiveness has shifted from material elements to talents, systems, and innovation. Ultimately, it is a talent problem, that is, the problem of improving population quality. Only by striving to improve the quality of the population can we leverage our strong advantages in human resources and transform China from a populous country to a human capital powerhouse. Early childhood development and education are important ways and key links to improve population quality. This paper adopts literature research, empirical analysis, and quantitative analysis methods to conduct a comparative analysis of education programs in Eastern and Western countries around the topic of early childhood development education. The results indicate that the early childhood education and care (ECEC) policies and programs in Western countries have similar origins, both aimed at better protecting children, providing early education to children with special needs, and ensuring the social participation of mothers in the labor force. Although there are similarities in the formulation and implementation of program goals and policies, there are significant differences in other aspects. However, China's early education faces problems such as insufficient local financial support, high costs, unequal access to opportunities, and significant differences in the quality of services. In the future, it is necessary to increase investment in early childhood development education, and the whole society should participate and carry out early childhood development education together.
The paper uses a micro-simulation computable general equilibrium model (CGE) to analyze the impact on poverty of public spending in higher education in Morocco. The model incorporates 7062 households derived from the 2007 National Survey on Household Living Standards (ENNVM). Two scenarios are simulated: a 100% reduction in the unit cost of higher education supported by households and a 50% reduction in public spending on higher education. In this study, it is assumed that the investment behavior of households is linked to the share of the unit cost financed by the government in higher education. The results show that the policy of exempting households from bearing any unit cost of higher education encourages them to invest massively in education, which leads to increasing their income and consequently improving welfare and reducing poverty and inequalities. On the other hand, the reduction in public investment in higher education affects negatively the behavior of households to invest in education which leads to a decrease in welfare, an increase in poverty and a rise of inequalities.
THE CHARACTER OF THE NAZI STATE AND HITLER'S ROLE IN IT HAVE ALWAYS POSED A PROBLEM FOR HISTORICAL EXPLANATION. WHILE STATIC LIBERAL THEORIES OF TOTALITARIANISM HAVE FAILED TO PROBE BENEATH THE SURFACE OF POLITICAL FORM, OR EVEN TO ACCOUNT FOR THE STRUCTURAL COMPLEXITY OF THE THIRD REICH, SIMPLISTIC ECONOMIC DETERMINISM IS UNABLE TO GRASP THE RELATIVE AUTONOMY OF THE MOVEMENT THAT CULMINATED IN THE EXTERMINATION CAMPS AND DEMENTIA. DRAWING ON ALTERNATIVE TRADITIONS OF ANALYSIS, THIS ESSAY ARGUES THAT THE NAZI PERIOD CAN ONLY BE UNDERSTOOD IN TERMS OF A SHIFTING RELATIONSHIP BETWEEN BIG CAPITAL, THE STATE AND THE PARTY, AND HITLER HIMSELF.
This essay offers a review of von Mises' classic Nation, State and Economy(1919). It focuses specifically on the contexts of liberty, the issue of language and nation.
Dieser Artikel befasst sich damit, wie der neue nationale Lehrplan für die Schule und der neue allgemeine Plan für die Lehrerausbildung in Norwegen die grundlegenden Voraussetzungen für das Lehren und Lernen in den heutigen Schulen verändern. Dies ist besonders dringlich geworden durch die neue Bildungsreform "Wissensförderung", bei der digitale Kompetenz nun die fünfte Grundkompetenz in allen Fächern auf allen Ebenen ist, sowie durch die neue Lehrerausbildung in Norwegen. Ziel des Artikels ist es, IKT im Lichte dieser politischen Dokumente, einschlägiger Forschungsstudien, der Lehrerausbildung und der allgemeinen Digitalisierung der Schulen im norwegischen Kontext zu betrachten und Ratschläge zu formulieren, die für andere Länder nützlich sein könnten. Der Artikel geht der Frage nach, wie die neuen Lehrpläne in den Schulen und der allgemeine Plan für die Lehrerausbildung in Norwegen die grundlegenden Voraussetzungen für das Lehren und Lernen in den heutigen Schulen und in der Lehrerausbildung in Norwegen beeinflussen. ; This article focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's schools. This has become particularly pressing as a result of the new educational reform 'Knowledge Promotion' whereby digital competence is now the fifth basic competence in all subjects at all levels as well as in the new teacher education in Norway. The aim of the article is to consider ICT in the light of these policy documents, relevant research studies, teacher education and the general digitisation of schools in the Norwegian context and formulate advices that may be useful for other countries. The question considered by the article is how the new curricula in school and the general plan for teacher education in Norway influence the underlying premises for teaching and learning in today's schools and teacher education Norway.
O artigo aborda o uso de novas tecnologias na pesquisa e na formação inicial de professoras de educação infantil no curso de pedagogia. Apresenta o percurso para a escolha e utilização do blog como instrumento de registro e documentação dos dados durante o período de estágio supervisionado na educação infantil. Seu objetivo é apresentar a análise de dados armazenados no blog, sobretudo os registros de três alunas que participaram do programa de residência pedagógica. A análise dos dados evidencia as principais categorias de interesse e preocupação das alunas durante o estágio supervisionado na creche: crianças, rotina, planejamento, espaço. O blog favoreceu a aprendizagem de aspectos essenciais da educação infantil e mostrou-se como ferramenta importante tanto para a formação inicial de professoras na educação infantil, quanto para a pesquisa.
This article is the second of a short series of works designed to articulate the results and research approach I utilized in my study Analysis of Background Check Policy in Higher Education. This second article focuses on the research development, design, and overall approach I utilized in addressing my research question which aimed to examine the history and experiences of Georgia Institute of Technology's adoption of background check policy. This was achieved through interviewing relevant constituents and analyzing all available/related official policy documents associated with Georgia Tech's Pre-employment Background Check Policy and Program. In my research approach, my conceptual framework consisted of considering four important policy dimensions, including the normative, structural, constituentive, and technical dimensions. This framework served as a basis and focus, shaping my research process, informing the methodological design, and influencing the selection of data-collection instruments. Using four very specific research design questions, I conducted my research through the lens of the social constructivist adopting an interpretivist approach utilizing a qualitative policy analysis methodology which included the use of interviews and document analysis to address my research question.
AbstractThis article analyses the effects of education on wage inequality in the informal sector in Cameroon. The author uses quantile regression on data from the Second survey on employment and the informal sector in Cameroon (EESI 2) of 2010. The results indicate that both wages and wage inequality increase with education in the informal sector, with tertiary education creating greatest inequality. These findings point to a number of policy recommendations for a transition to formality, such as the creation of more jobs for a skilled workforce, the development of sites adapted to informal sector activities and the creation of more vocational schools.
This article examines the impact of EDUMILEX, namely the ratio between investment in education and military expenditure, on economic performance. It uses panel data estimation methods for 60 countries over the period 2000–2018. The findings suggest the existence of a non-linear, cubic relationship between EDUMILEX and economic performance. In particular, EDUMILEX is positively associated with both GDP per capita and labor productivity. The results also show that the effect of EDUMILEX is heterogeneous across countries, with lower values of EDUMILEX required to increase economic performance in developed countries than developing ones.
